JOLLT Journal of Languages and Language Teaching
OLLT is an open access journal which provides immediate, worldwide, barrier-free access to the full text of all published articles without charging readers or their institutions for access. Readers have the right to read, download, copy, distribute, print, search, or link to the full texts of all articles in Journal of Languages and Language Teaching. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The aim of this Journal is to promote a principle approach to research on languages and language teaching by encouraging enquiry into relationship between theoretical and practical studies. JOLLT welcomes contributions in such areas of current analysis, as follows: First, Second, and Foreign Language Teaching and Learning; Language Testing; Language Planning; Multilingualism and Multilingual Education; Classroom Discourse Analysis; Translation; Syntax; Semantics; Sociolinguistics; Morphology; Psycolinguistics; Second Language Acquisition; Literature in Teaching; Curriculum Design of Language Teaching; and Material Development in Language Teaching.
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<![CDATA[Self-Confidence and Speaking Skills for Lower Secondary School Students: A Correlation Study ]]>
<![CDATA[Nisa Arifa Nurul Aulia]]>;
<![CDATA[Tri Wintolo Apoko]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5641
<![CDATA[Self-confidence is a trait that can evoke an attitude to have positive, idealistic, and optimistic thoughts about abilities. Even though there are frequent interactions between teachers and students with English in class, students still feel less confident when speaking in front of their classmates. The study was aimed to investigate the relationship between EFL students' self-confidence and their speaking skills at SMPIT Al Muchtar. The type of this study is quantitative design. The IBM SPSS Statistics application with 24 version was used to calculate. The population taken was all the eighth grade students which consisted of 108 students. There were 30 students taken using the purposive sampling technique as the respondents comprising 22 females and 8 males. Two instruments were used to collect the data, namely: a questionnaire for measuring students’ self-confidence and speaking test used for speaking skills. After the data was obtained, the researcher analyzed the correlation data. It was found that there was a positive relationship between EFL students' self-confidence and speaking skills at SMPIT Al Muchtar. This proved that Ha was accepted and Ho was rejected because 0.548 > 0.361 with a significance value of 5%. In conclusion, there was a fairly significant relationship between self-confidence and speaking skill.]]>
<![CDATA[Pre-Service Teachers’ Interaction with Learners Using Their Mother Tongue in Linguistically Diverse Classes in Namibian Schools ]]>
<![CDATA[Mmamoyahabo Constance Makgabo]]>;
<![CDATA[Alina Kakunde Niipare]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.6026
<![CDATA[This article reports on a study conducted in five primary schools in Namibia during teaching and learning in the mother tongue classroom. The aim of this study was to investigate how 30 pre-service teachers used the learners’ home language during their curriculum delivery. The study took place during lessons that included work-integrated learning (WIL) during which the pre-service teachers were assessed by the two lecturers as researchers. The study followed a qualitative approach where data were gathered from classroom observations and semi-structured interviews of pre-service teachers. The data were analysed thematically. This study was guided by Vygotsky’s sociocultural theory of development which identifies language, society, and culture as the primary aspects of the development of a child. The social interactions that a child has with people living in a particular environment with particular languages strongly shapes the development of cognitive abilities in the child. The findings showed that pre-service teachers lacked sufficient competencies in the teaching of mother tongue literacy. Additionally, the classroom arrangement and teaching approaches that were used by the pre-service teachers were ineffective for learning. Furthermore, the learning materials and pedagogical practices were likely to inhibit successful learning. The implication of this is that the quality of education and learning was compromised. This paper recommends that pre-service teachers should be equipped with skills to teach the mother tongue programme while using relevant and appropriate teaching strategies and learning resources to enhance mother tongue learning of the Oshindonga and Oshikwanyama dialects.]]>
<![CDATA[The Use of Spinning Wheel Games to Improve Students’ Writing Procedural Texts ]]>
<![CDATA[Fahria Rachmaida]]>;
<![CDATA[Mutiarani Mutiarani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5766
<![CDATA[Most of the students' ability to write in English is still poor. Their text contains many errors in content, organization, and use of language. Students find it difficult to explain their ideas in written form, and students lack vocabulary, which can make it difficult to choose words to group into good writing. some teachers still find it difficult to apply media during learning this makes the class atmosphere less lively and makes them bored. the purpose of this research is to find out whether utilizing Spinning Wheel is effective or not in improving students’ writing Procedure Text. The method used in this research is descriptive research. I found a solution by describing the problem qualitatively. The end result is a game that imitates the Spinning Wheel Game while teaching English writing techniques that can increase students' interest, challenge their thinking and enable them to produce procedural texts while playing. The spinning wheel was used after the researcher explained the material about the procedure text. Students are asked to make groups and each group gets a different theme. themes are randomized with spinning wheel games by web wheelofnames.com. Therefore, the game is one of the tools that can be used in learning English, there are many learning media for learning writing skills. One game that can be used is Spinning Wheel. By using games students can learn to write procedure texts in a fun and interesting way. The spinning wheel game can be chosen as a tool for students to write procedure texts correctly and clearly. This game has been evaluated by several researchers and high school students. This game is very helpful in learning to write procedure text. These games can make students challenge their way of thinking, fun and enjoyable.]]>
<![CDATA[Rhetorical Moves and Meta-discourse Markers in Abstracts of Indonesian Scopus Indexed Journals Across Academic Disciplines ]]>
<![CDATA[Dwi Indarti]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5173
<![CDATA[Rhetorical moves purposes to examine the basic structures of research articles, while meta discourse markers are elements to construct and to establish ideas and arguments. This study compares rhetorical moves and the function of meta discourse markers in research articles abstracts of different academic disciplines published in reputable indexed journals. This study employs (Pho, 2008)’s five-move analysis and the classification of meta discourse marker proposed by (Dafouz-Milne, 2008) as the research framework. The writer took five Indonesian Scopus Q1 and Q2 indexed journals from different academic disciplines. Those are Indonesian Journal Science and Technology (IJoST), Indonesian Journal of Applied Linguistics (IJAL), Journal on Mathematics and Education (JME), Studia Islamika and Forest and Society. The results show that in terms of rhetorical move of abstracts, M2 and M4 became the moves which occur in all journal abstracts. In terms of meta discourse markers, all journal abstracts employ logical markers and code glosses. Sequencers, topicalisers, and illocutionary markers are used in small numbers, while reminders and announcements are not be found in any abstracts. The findings could help students and writers to produce abstracts that fulfill the requirements to be published in Scopus indexed journals.]]>
<![CDATA[The Use of Squid Game Simulation for Challenging Students' Vocabulary Mastery ]]>
<![CDATA[Irannia Uma Chonnia]]>;
<![CDATA[Lidiyatul Izzah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.6000
<![CDATA[Applying Squid game simulation is one of the effective techniques for English teachers who want to allow their students practice in the target language. This game allows students not only to practice English forms that they already acquired, but also allow them to improve new vocabularies and English structures. Therefore, this study aims to determine the improvement of students' vocabulary mastery skills in English lessons using a squid game simulation, namely Ddakji game simulation, and Green light Red Light game simulation. The game simulation is designed to enhance students’ vocabulary mastery at elementary schools. The subject of this research is a second grader at SDN Pondok Benda 01 at the academic year 2021/2022 consisting of 30 students. The method used in this study is a qualitative method with classroom practice. The results of this study indicate that there is an increase in students' vocabulary mastery skills. The achievements in the practice class are effective, students feel happy and feel challenged to want to learn more English. The squid game simulation improves the vocabulary mastery of students in second grade at SDN Pondok Benda 01.]]>
<![CDATA[Speaking to Devices: Can we Use Google Assistant to Foster Students' Speaking Skills? ]]>
<![CDATA[Muhamad Sofian Hadi]]>;
<![CDATA[Raisya Syafira Junor]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5808
<![CDATA[Teaching speaking skills needs appropriate medias to facilitate students to practice and imitate English speakers accurately. One of applications that can help students learn speaking skills is Google assistant application. This study aims to foster students’ speaking skills through the use of the Google Assistant application on devices. This study employed the application to provide students with various speaking materials. This study was designed in an experimental study which was to know whether the use of Google Assistant helps students in fostering their speaking skills or not. This study uses pre-experimental as the research design. The study involved 31 participants of eleventh-grade students in DUA MEI Senior High School, Tangerang Selatan. The data was collected from pre-test and post-test. Based on the analysis, the results show that the t-cal value (12.436) was higher than the t-table (2.042), at the 5% significant level. It indicated that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the results of the t-test calculation, this study can be concluded that Google Assistant is an effective medium to facilitate students' fostering their speaking skills.]]>
<![CDATA[The Use of Communicative Language Teaching (CLT) Method in Improving Students’ English Vocabulary ]]>
<![CDATA[Asrul Asrul]]>;
<![CDATA[Suratman Dahlan]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5669
<![CDATA[This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.]]>
<![CDATA[The Power of Language Learning Beyond the Classroom to English Mastery of an EFL Learner ]]>
<![CDATA[Yuni Hariyanti]]>;
<![CDATA[Junita Duwi Purwandari]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5748
<![CDATA[Language learners have come to an era in which studying outside the classroom is well-facilitated by technology development. Along with this advancement, there is a wider chance to learn things outside the classroom, including language. In the Indonesian context, many students have done wider exploration to improve their English exposure through various activities. This study aims to reveal the learning strategies done by a successful EFL learner through case study research. The result shows that online games, e-books, and movies are some of the prominent learning tools of Language Learning Beyond the Classroom (LLBC) to enhance language exposure and learners’ autonomy.]]>
<![CDATA[Promoting Peer Assessment ’Learner to Learner’ Feedback in a Multilingual High School English First Additional Language Setting ]]>
<![CDATA[Kufakunesu Zano]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5268
<![CDATA[Feedback, further known as assessment in this research, is critical to learners’ growth and learning. This study is grounded in verbal and written peer experiences acquired throughout peer evaluation in a multilingual context. This study aims to determine the problems of Grade 11 EFAL learners with peer assessment and how to develop peer assessment practices in a multilingual setting at the high school level. There were 27 learners in the class. Designated three learners gave three demonstrations on various matters premised on a requisite Grade 11 literature set book and were graded by their classmates. The perspectives of the learners who were assigned to work in groups were elicited by requesting them to respond to open ended questions in writing after their classmates’ presentations. According to the findings, some peer assessments can be subjective depending on the bond between the assessor and the assessed. The learners had a natural feeling of inadequacy in their assessments. When giving feedback in a multilingual setting, it becomes important to give it in a language they are most comfortable with. Similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways.]]>
<![CDATA[Preservice Teachers’ Perception on the Implementation of Online Project-Based Learning ]]>
<![CDATA[Arrizalu Arsa Ringotama]]>;
<![CDATA[Endang Setyaningsih]]>;
<![CDATA[Ellisa Indriyani Putri Handayani]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i4.5621
<![CDATA[Current studies provide compelling evidence that project-based learning (PBL) is an effective method for the students. Considering the empirical findings, PBL is highly endorsed in many EFL contexts. However, with the major shift to online learning due the pandemic, little is known about the possibility of PBL implementation within this new context. This current case study attempts to portray the PBL implementation within the online context and how the students perceive the implementation. The study was carried out in an English Education Department involving 36 seventh-grade preservice teachers (PTs). The data were collected through classroom observations, online questionnaires, and in-depth semi-structured interviews. The data were analyzed using the interactive model and the results of the analysis show the stages of PBL can be implemented in the similar way to that in the offline setting. However, the technological use in the online setting differs in terms of the amount of its usage frequency. The study also revealed that the students consider the implementation of PBL in online setting as challenging yet motivating. The findings imply that the changes of teaching and learning setting do not affect the durability of the PBL. It means that with a little tweak, mainly in terms of technological usage, grouping and group communication, PBL might be successfully implemented in the online setting.]]>
